While this study was conducted within the context of the UK, its focus on diversity and racism can be easily extended to the higher education institutions in the U.S. Pearce’s longitudinal study follows four teacher candidates throughout their learning process and addresses the dilemmas and constraints in their field. With an emphasis on curriculum, Pearce documents and analyzes the candidates’ responses to the presence of white norms and priorities in the course materials. The author calls for the need to dedicate more time and attention to how higher education responds to those who challenge discriminatory norms and practices. This article also provides implications for responsibility on behalf of the teachers and schools.